What would you attempt to do if you knew you could not fail?-Robert Schuller
Module 5: Required Documentation
Financial and Budget
Item
Price
Place of Purchase
Rational
Subs for 1/2 day training: Two sessions per day for three days; 4 subes per day. Once each month for a school year; 9 sessions
$90.00 per day per sub (4); 9 sessions: 9,720.00
This will be payed out through district office
By providing face-to-face training during the school day, teachers will be receiving training during working hours. This will show that their time is valued and that the school is committed to seeing the implementation of the training through fruition.
By having a dedicated server, classrooms in Moddle, a blog for the training, tutorials, blogs for teachers and other resources will be readily available and will not have to rely on the school server for space.
Ipads for participating teachers (20)
$6,000.00
Teachers will have access to class from any point to interact with the training. This will also give them a method for integrating technology into the classroom.
2 GB of connectivity per month; 1 year
$4,800.00
ATT
This will allow teachers to connect even when they are not on wifi. Anything over the 2GB will be the teachers responsibility to cover.
Teachers will receive 4 Kindles per quarter on a rotating basis. These will be used for small group activities to include reading, differentiating instruction, and skill practice through apps. Teachers will be expected to collect data if they put in to be on the rotation schedule.
Interactive Programs Glogster (schoolwide access); Prezi (all classrooms), Raz Kids (4 classrooms), iknothat.com (school wide); and Big Universe (school wide)
These programs will be used to integrate technology into the classroom. Students will be able to produce final projects, work on skills that are tracked from home and school, and work in small group reading groups. These will be in addition to programs such as Tumble Books and Odyssey that the school already has subscriptions to currently.
Each teacher will get a 100.00 voucher card to purchase apps. These apps will be available to all participants by taking turns. This will be managed by the researcher. There are also several free apps and daily deals will be sent to all teachers.
Each teacher will get a 100.00 Amazon gift card to purchase books and apps for students. Teachers will be updated on daily deals on free books.
Incentives
$4,000.00
The researcher will have $200.00 per participant to use as incentives throughout the year of research. As the researcher gets to know the participants, incentives will be determined. Possible incentives include: 1/2 day of personal time, gift cards, requested programs. Incentives will tie to the research project.
Total: 40,077.00
Additional Resources: Needs Assessment
|||||||||||||||| Rate yourself on the use of the following 2.0-3.0 Web skills. ||
Answer Options
Never Heard of It
Below Basic
Basic
Proficient
Exemplary
Response Count
Smart Exchange
4
4
3
2
1
14
Prezi
3
5
5
1
0
14
Glogster
5
5
3
0
1
14
Odyssey
1
3
4
5
1
14
Blogs (visiting)
0
4
4
4
2
14
Blogs (creating)
0
10
3
0
1
14
Blog (Student Led)
1
11
2
0
0
14
Wiki
1
10
2
0
1
14
Google Map
0
3
6
3
2
14
Google Sketchup
2
11
0
0
1
14
Second Life
9
5
0
0
0
14
Other virtual worlds
4
8
1
0
1
14
Teachers Pay Teachers (purchase)
1
3
5
2
3
14
Teachers Pay Teachers (sell)
2
8
3
1
0
14
Video Editing
2
7
3
1
0
13
Facebook
0
2
3
5
4
14
Twitter (personal)
1
6
5
0
2
14
Twitter (professional)
1
9
2
1
1
14
Twitter (With students)
2
11
0
1
0
14
Adobe Photoshop
1
8
4
1
0
14
Adobe Flash
1
8
3
1
0
13
Articulate
10
4
0
0
0
14
Captivate
10
4
0
0
0
14
answered question
14
skipped question
0
Module 4: Justification for Intervention Strategy
Strengths and Limitations
Each of the three innovative technology grant ideas could possibly have strengths and weaknesses. The first strategy, which is a low end approach may cause teachers to collaborate more and to be more intentional in their integration of technology because they will have to plan ahead in order to make sure that they have access to the technology that they need. A limitation of the proposal is that it only allows for one face-to-face workshop which may make relationship building take longer. The strength of the second innovation proposal is that teachers get to meet face-to-face each month and will have an iPad assigned to them for use during the study. This may act as an incentive for teachers to participate. The third innovative proposal would allow teachers to interact with more types of technology which leads to more transfer skills as new technology is introduced.The weakness of the third innovation is that it may be hard to get funded since a large amount of money is requested.
Justification of Intervention Strategy Selected
The second innovative proposal is more likely to get funded. Research by grail research (2011) Generation Z, those born between 1990-2010 are referred to as digital natives. These kids are extremely comfortable with technology; they are used to multitasking, are more socially connected due to war and tragedies like 9-11, and are always connected. They are used to connecting over social networks, messaging, and Skype. Companies that look to employ generation Z are looking for kids that will adopt technology for marketing and sales, enhance a virtual world presence, create multifunctional products that are interactive, and demonstrate they are environmentally minded. The second innovation proposal can accomplish some of these goals. I picked the second innovation because it is reasonable and can provide the tools needed to become and entrepreneurial technology school.
Reason for Non-Selection
The first innovation was not picked mostly because it does not allow for consistent face-to-face training. For teachers uncomfortable with technology and all online experience may be overwhelming. I did not pick the third innovation only because the second innovation is more realistic and I would not want my desires to cost the school a grant.
Best Interview Strategy for Intervention
I would have to say that surveys would be the best way to meet organizational goals of delivery and acquisition of technology. The research is working with a small group, yet at this point the goal is general data which lends itself better to qualitative input.
Module 4: Project Management Responsibilities
Document project management techniques
As the project manager it would be my responsibility to develop professional development, I would begin by becoming the coach of the project. Chevalier (2007) suggest that at the beginning of the project the coach evaluates and formulates plans, identifies goals, zooms in on areas of importance, and comes up with the game plan. As the manager (coach) is interacting during the innovation, the objectives look different. As a manager my responsibilities would be to observe and facilitate, offer consistent feedback, make adjustments to the plans as needed, and document progress, failures, and successes. As the project comes to an end, as a manager I would seek employee input on the process, review performances and the environment, provide counseling for those involved, and prepare a appraisal of the performance throughout the innovation.
Document resource management techniques
Resources for the innovation proposed would include several types of technology; LCD projectors, document cameras, computers, ipads, Moddle, online communications, web 2.0 skills, innovative programs, and Kindles. The LCD projectors, document cameras, and laptops are existing technology. The iPads and Kindles will be distributed to participating teachers and tracked with an identification code. Each teacher will have an iPad to use for instruction. Each semester teachers can request the Kindles in bundles of four to use in reading groups, for apps, web 2.0 tools, projects, and other features. Kindles were meant to be a one person device so by keeping them in the same room for longer periods, kids can experience how the device was intended to be used. Online communications and use of programs, Moddle, and other areas on the web can be tracked through most of the programs. Data will be collected and desegregated for formative assessment throughout the project.
Document delivery system management techniques
The delivery system for the innovation will begin with teachers attending a half day cohort face-to-face workshop based on technology skills from a survey. This will occur once a month throughout the project. A synchronous meeting will take place weekly. Teachers will have the option to use the projects chat board, blog, tutorials, peer review section, and Twitter to name a few. These will be moderated by the manager, but will be more about teachers facilitating teachers,
Document information management techniques
Data will be organized through file folders on the computer, audio and video resources such as Paint Bucket that have privacy filters, and screen shots to capture some dialogue significant to the project. All information will be stored in at least three places to include the computer, the icloud, and a external memory device. All information will be divided by month and then week. All notes for evaluation, research questions, and articles will be kept with the information from that week and if it is needed in two weeks will be duplicated.
Module 3 Decision:
The strategy that I would pick as my best starting point is the Middle-Strategy. By focusing on this strategy, I have a better chance of getting the grant awarded. Also, the middle-strategy meets the needs of what I need to be successful with the innovation. The lowest-strategy is missing elements and will not assure that the process is positive for all involved and is lacking to have a clear impact on the environment. The high-strategy plan would be the best for providing incentives and providing tools that will not only help teachers grow, but would give several ways to integrate technology hands on instead of hypothetically. My hopes would be that if I went with the middle-strategy, that I would be able to collect enough data to show how the the process is causing improvement in the school which would allow me to apply for further monies that would move the project further along.
Module 3 Innovation: The innovation being proposed includes both face-to-face professional development (PD) and online PD in the area of technology. The goal is to individualize instruction based on the current skill that a teacher demonstrates based on the work of Tomei (2005). He has created a technology taxonomy built on 6 levels. By meeting teachers where they are and scaffolding learning as one does in the classroom, it may be possible to fill in the gap of teacher’s not integrating technology due to lack of training and confidence.
One possible solution for gaining more technology may include using technology as an incentive for teachers to participate in the training. This will increase the gap by increasing the amount of technology in the school and improving teacher skills with technology.
Low Cost Strategy: (5,000) This strategy does not leave much room for the acquisition of technology to use as incentives so we will have to look at current technology in the building and an incentive program for participation. Teachers will have to rotate subscriptions and technology. Other ways to utilize current technology is giving participants and extra hour per week in the school computer lab.
Subs for ½ day training: (two sessions per day for three days; 4 subs per day): $1,080.00: One face-to-face session Subscription to Server to host online classrooms using Moodle: $144.00 for the year (this will allow a website, classroom, and other features) 12 Kindle Fires: Teachers who participate will get 4 kindle fires to use for reading groups. (This will have to rotate per quarter due to the limited number) 1,908.00. Teachers will also be expected to collect data. This device can also use audio books, apps, and internet) Interactive Programs: School Wide Access to: Glogster (173.00) , Prezi (795.00; 5 licences), Raz Kids (356.00 for 4 classrooms) , iknowthat.com (450.00 for 5 classrooms) Gift Cards: Participant who showed the most integration of technology each quarter would get a 20.00 gift card for Amazon to purchase apps. Total: 4986.00
Middle-Strategy (25,000): Subs for ½ day training: (two sessions per day for three days; 4 subs per day): Once each month for a school year, 9 sessions - 9,720.00 Subscription to Server to host online classrooms using Moodle: $144.00 for the year (this will allow a website, classroom, and other features) Ipads for Participating Teachers: 20 Apple iPad mini Wi-Fi 16 GB - White & silver 6,000.00 20 Kindle Fires: Teachers who participate will get 4 kindle fires to use for reading groups. (This will have to rotate per quarter due to the limited number) 3,980.00. Teachers will also be expected to collect data. This device can also use audio books, apps, and internet) Interactive Programs: School Wide Access to: Glogster (173.00) , Prezi (1749.00; all classrooms), Raz Kids (534.00 for 4 classrooms) , iknowthat.com (995.00 school) Big Universe: (1,499 school) Incentives: 206.00 Total: 25,000
High Cost Strategy: (50,000) Subs for ½ day training: (two sessions per day for three days; 4 subs per day): Once each month for a school year, 9 sessions - 9,720.00 Subscription to Server to host online classrooms using Moodle: $144.00 for the year (this will allow a website, classroom, and other features) Portable Promethean Board: 2-10,000 25 ipod touches (class set) 4,725
20 Kindle Fires: Teachers who participate will get 4 kindle fires to use for reading groups. (This will have to rotate per quarter due to the limited number) 3,980.00. Teachers will also be expected to collect data. This device can also use audio books, apps, and internet) Interactive Programs: School Wide Access to: Glogster (173.00) , Prezi (1749.00; all classrooms), Raz Kids (534.00 for 4 classrooms) , iknowthat.com (995.00 school) Big Universe: (1,499 school) Incentive Money: 498.00
Total: 50,000.00
Module 2:
The problem that is being experienced at the school is the level of integration of technology in the school and the lack of updated technology to be integrated. There is a need to provide professional development to increase skills in integrating technology, making lessons and strategies more available to teachers, and acquiring updated technology to increase student skills.
Cause Analysis The purpose of cause analysis is to discover why the present performance of employees and desired outcomes are not the same. If the cause of this performance gap can be identified, it can then become the focus to effect positive change in the workplace. To help you move forward with your intervention plan, conduct a brief cause analysis for your organization to find the answer to these two questions:
Why do you think this problem developed in your company?
Why does this gap exist?
I believe that cause of the issue is twofold. It is difficult to provide professional development for equipment that you do not have. It is somewhat counterproductive. However, the training on the technology that we do have is weak. For some of the programs they incorporated the teacher train the teacher model. However, as they were doing it in phases, we were never asked to share professional development with our peers, only to trouble shoot when issues came up. It was a shame because the program was not utilized to its fullest. Now we find ourselves in a position where a number of schools in the district have updated technology and they have a larger amount of technology than our schools does.
The gap exist for a number of reasons. First, our professional development plan requires a lot of personal professional development. There are only a few district wide professional development days and those have been spent dissecting the Common Core Standards. This is also an important area to investigate, but there is no time set apart for technology professional development. Second, there is little funding to send teachers to professional development and secure subs to cover their shifts.
For the second issue of having the technology to be trained on, several of the schools have received their technology due to grants. The lower socioeconomic schools in the district have access to more money through programs like Title One. The schools that are in higher socioeconomic districts have parents that complain, and have been able to get money through the district and grants. The gap also lies in the fact that technology is not a priority when it comes to budgeting. Not only do you have the cost of getting the technology, but you have to keep it running, and then update it as technology progresses. That is a very stoic ambition for the technology team that is way too small for what needs done. I think that the mindset is what is holding our district and school back the most. There are several districts across the Nation that are forerunners in technology in their schools because it is a priority and there are people fighting and working hard to see that the goals are met. The gap lies in innovators taking the lead and working to make goals a reality. The culture is not there to support and cultivate technology. It is obviously something talked about and a desire, but goals without action do not get a school very far. Several of our teachers want to write grants, but there is not funding to get membership to grant sites to find the grants to begin with; priorities and goals are not focused. They are very splintered.
Determine where the organization would like to be in a reasonable period of time, and which people in the organization make those decisions.
The organization would like to be a technology rich school and leaders in technology acquisition and use by both teachers and students. In order to accomplish these goals, the first step is professional development that is cost effective, easily assessable to a variety of schedules, has accountability, and allows for the sharing of apps, programs, and lessons to accommodate teacher skill level and time.
There are a number of people involved in the acquisition of technology; the district technology team, the school administration, teachers, and parents. The district has most of its money allocated and is looking to update all of the operating systems across the district. A much needed upgrade since we are still working on Windows XP. The problem lies in the fact that the majority of the computers are too old to run the operating system so issues lay there as well. The school administration is in favor of building our technology, but also works on limited funds and cannot even get access to grants. The teachers have built a grant committee; however, there is difficulty in finding grants that match our school. Teachers already buy their own apps (there is one ipad per two teachers and none for kids), programs, and student supports out of their own money. We could focus more on fund raisers and working with the community to access funds. We have a very strong PTO, however, they can focus on one project a year and technology is not the area that they are currently focused on in their agenda.
Our goal would be in three years to be at 80% updated and current technology in the building with 100% of our teachers trained to use each tool. Teachers will need to show the ability and commitment to using the technology before it is placed in their room. We plan on using a grant type system as technology is acquired. Teachers will have to show their goals and why their classroom would be the best place for the technology. Hopefully all rooms will get fully equipped with technology. An overhaul in the way professional development is implemented is also part of the goal.
Module 1: The Organization’s History and Background, Part 1
Organization: Elementary School
Problem Summary
The problem that is being experienced at the school is the level of integration of technology in the school and the lack of updated technology to be integrated. There is a need to provide professional development to increase skills in integrating technology, making lessons and strategies more available to teachers, and acquiring updated technology to increase student skills. Background of Organization
The school that I am focusing on for my project is an elementary and the district was founded in 1900. The school board voted to build the school along with two other schools in 1922. The school was built in 1924. During the 2011-2012 school year, three classrooms and a computer lab were added and the whole school was remodeled. It serves grades K-6 and has about 337 students. The school is located in Kansas near a college town. There are a number of college students who participate in block activities and student teaching within the school. The school has a population of 337 students. Statistically, the school is 1% Asian, 9% Hispanic, 8% Black, 74% White, 8% unknown, 17% free lunch , and 13% reduced lunch.
The data that I will need to gather for my proposed intervention would be an inventory of the technology in the school and a survey to see how the technology is being integrated in the classroom within the school along with teacher’s skill levels with technology. I do have access to public relations results through the internet and newspaper. I can also contact the human resource office with specific questions. Stakeholders and Decision Makers
The school principal and teachers are the ones that will be affected by my proposed plan. The principal will need to be on board with the decisions made for professional development and acquisition of technology. The teachers will be involved by participating in a grant committee to obtain technology and by participating in both face-to-face and online professional development skills to increase the way technology is integrated in the classroom and the teacher’s comfort in the process. Once the decision to implement the plan is put in place, the principal and professional development facilitators will see that the plan is executed. The teachers are the personnel that can best provide insight into the performance problems.
Module 5: Required Documentation
Financial and Budget
*100 mbps Uplink
*4 GB RAM
*2x 500 GB (dual) Drives
*10 TB Bandwidth
*5 IP Addresses
Additional Resources: Needs Assessment
|||||||||||||||| Rate yourself on the use of the following 2.0-3.0 Web skills. ||
Module 4: Justification for Intervention Strategy
Strengths and Limitations
Each of the three innovative technology grant ideas could possibly have strengths and weaknesses. The first strategy, which is a low end approach may cause teachers to collaborate more and to be more intentional in their integration of technology because they will have to plan ahead in order to make sure that they have access to the technology that they need. A limitation of the proposal is that it only allows for one face-to-face workshop which may make relationship building take longer. The strength of the second innovation proposal is that teachers get to meet face-to-face each month and will have an iPad assigned to them for use during the study. This may act as an incentive for teachers to participate. The third innovative proposal would allow teachers to interact with more types of technology which leads to more transfer skills as new technology is introduced.The weakness of the third innovation is that it may be hard to get funded since a large amount of money is requested.Justification of Intervention Strategy Selected
The second innovative proposal is more likely to get funded. Research by grail research (2011) Generation Z, those born between 1990-2010 are referred to as digital natives. These kids are extremely comfortable with technology; they are used to multitasking, are more socially connected due to war and tragedies like 9-11, and are always connected. They are used to connecting over social networks, messaging, and Skype. Companies that look to employ generation Z are looking for kids that will adopt technology for marketing and sales, enhance a virtual world presence, create multifunctional products that are interactive, and demonstrate they are environmentally minded. The second innovation proposal can accomplish some of these goals. I picked the second innovation because it is reasonable and can provide the tools needed to become and entrepreneurial technology school.Reason for Non-Selection
The first innovation was not picked mostly because it does not allow for consistent face-to-face training. For teachers uncomfortable with technology and all online experience may be overwhelming. I did not pick the third innovation only because the second innovation is more realistic and I would not want my desires to cost the school a grant.Best Interview Strategy for Intervention
I would have to say that surveys would be the best way to meet organizational goals of delivery and acquisition of technology. The research is working with a small group, yet at this point the goal is general data which lends itself better to qualitative input.Module 4: Project Management Responsibilities
Document project management techniques
As the project manager it would be my responsibility to develop professional development, I would begin by becoming the coach of the project. Chevalier (2007) suggest that at the beginning of the project the coach evaluates and formulates plans, identifies goals, zooms in on areas of importance, and comes up with the game plan. As the manager (coach) is interacting during the innovation, the objectives look different. As a manager my responsibilities would be to observe and facilitate, offer consistent feedback, make adjustments to the plans as needed, and document progress, failures, and successes. As the project comes to an end, as a manager I would seek employee input on the process, review performances and the environment, provide counseling for those involved, and prepare a appraisal of the performance throughout the innovation.Document resource management techniques
Resources for the innovation proposed would include several types of technology; LCD projectors, document cameras, computers, ipads, Moddle, online communications, web 2.0 skills, innovative programs, and Kindles. The LCD projectors, document cameras, and laptops are existing technology. The iPads and Kindles will be distributed to participating teachers and tracked with an identification code. Each teacher will have an iPad to use for instruction. Each semester teachers can request the Kindles in bundles of four to use in reading groups, for apps, web 2.0 tools, projects, and other features. Kindles were meant to be a one person device so by keeping them in the same room for longer periods, kids can experience how the device was intended to be used. Online communications and use of programs, Moddle, and other areas on the web can be tracked through most of the programs. Data will be collected and desegregated for formative assessment throughout the project.Document delivery system management techniques
The delivery system for the innovation will begin with teachers attending a half day cohort face-to-face workshop based on technology skills from a survey. This will occur once a month throughout the project. A synchronous meeting will take place weekly. Teachers will have the option to use the projects chat board, blog, tutorials, peer review section, and Twitter to name a few. These will be moderated by the manager, but will be more about teachers facilitating teachers,Document information management techniques
Data will be organized through file folders on the computer, audio and video resources such as Paint Bucket that have privacy filters, and screen shots to capture some dialogue significant to the project. All information will be stored in at least three places to include the computer, the icloud, and a external memory device. All information will be divided by month and then week. All notes for evaluation, research questions, and articles will be kept with the information from that week and if it is needed in two weeks will be duplicated.Module 3 Decision:
The strategy that I would pick as my best starting point is the Middle-Strategy. By focusing on this strategy, I have a better chance of getting the grant awarded. Also, the middle-strategy meets the needs of what I need to be successful with the innovation. The lowest-strategy is missing elements and will not assure that the process is positive for all involved and is lacking to have a clear impact on the environment. The high-strategy plan would be the best for providing incentives and providing tools that will not only help teachers grow, but would give several ways to integrate technology hands on instead of hypothetically. My hopes would be that if I went with the middle-strategy, that I would be able to collect enough data to show how the the process is causing improvement in the school which would allow me to apply for further monies that would move the project further along.Module 3
Innovation: The innovation being proposed includes both face-to-face professional development (PD) and online PD in the area of technology. The goal is to individualize instruction based on the current skill that a teacher demonstrates based on the work of Tomei (2005). He has created a technology taxonomy built on 6 levels. By meeting teachers where they are and scaffolding learning as one does in the classroom, it may be possible to fill in the gap of teacher’s not integrating technology due to lack of training and confidence.
One possible solution for gaining more technology may include using technology as an incentive for teachers to participate in the training. This will increase the gap by increasing the amount of technology in the school and improving teacher skills with technology.
Low Cost Strategy: (5,000)
This strategy does not leave much room for the acquisition of technology to use as incentives so we will have to look at current technology in the building and an incentive program for participation. Teachers will have to rotate subscriptions and technology. Other ways to utilize current technology is giving participants and extra hour per week in the school computer lab.
Subs for ½ day training: (two sessions per day for three days; 4 subs per day): $1,080.00: One face-to-face session
Subscription to Server to host online classrooms using Moodle: $144.00 for the year (this will allow a website, classroom, and other features)
12 Kindle Fires: Teachers who participate will get 4 kindle fires to use for reading groups. (This will have to rotate per quarter due to the limited number) 1,908.00. Teachers will also be expected to collect data. This device can also use audio books, apps, and internet)
Interactive Programs: School Wide Access to: Glogster (173.00) , Prezi (795.00; 5 licences), Raz Kids (356.00 for 4 classrooms) , iknowthat.com (450.00 for 5 classrooms)
Gift Cards: Participant who showed the most integration of technology each quarter would get a 20.00 gift card for Amazon to purchase apps.
Total: 4986.00
Middle-Strategy (25,000):
Subs for ½ day training: (two sessions per day for three days; 4 subs per day):
Once each month for a school year, 9 sessions - 9,720.00
Subscription to Server to host online classrooms using Moodle: $144.00 for the year (this will allow a website, classroom, and other features)
Ipads for Participating Teachers: 20 Apple iPad mini Wi-Fi 16 GB - White & silver 6,000.00
20 Kindle Fires: Teachers who participate will get 4 kindle fires to use for reading groups. (This will have to rotate per quarter due to the limited number) 3,980.00. Teachers will also be expected to collect data. This device can also use audio books, apps, and internet)
Interactive Programs: School Wide Access to: Glogster (173.00) , Prezi (1749.00; all classrooms), Raz Kids (534.00 for 4 classrooms) , iknowthat.com (995.00 school) Big Universe: (1,499 school)
Incentives: 206.00
Total: 25,000
High Cost Strategy: (50,000)
Subs for ½ day training: (two sessions per day for three days; 4 subs per day):
Once each month for a school year, 9 sessions - 9,720.00
Subscription to Server to host online classrooms using Moodle: $144.00 for the year (this will allow a website, classroom, and other features)
Portable Promethean Board: 2-10,000
25 ipod touches (class set) 4,725
25 ipads Apple iPad 2 16GB WiFi: 10,000.00
Ipads for Participating Teachers: 20 Apple iPad mini Wi-Fi 16 GB - White & silver 6,000.00
20 Kindle Fires: Teachers who participate will get 4 kindle fires to use for reading groups. (This will have to rotate per quarter due to the limited number) 3,980.00. Teachers will also be expected to collect data. This device can also use audio books, apps, and internet)Interactive Programs: School Wide Access to: Glogster (173.00) , Prezi (1749.00; all classrooms), Raz Kids (534.00 for 4 classrooms) , iknowthat.com (995.00 school) Big Universe: (1,499 school)
Incentive Money: 498.00
Total: 50,000.00
Module 2:The problem that is being experienced at the school is the level of integration of technology in the school and the lack of updated technology to be integrated. There is a need to provide professional development to increase skills in integrating technology, making lessons and strategies more available to teachers, and acquiring updated technology to increase student skills.
Cause Analysis
The purpose of cause analysis is to discover why the present performance of employees and desired outcomes are not the same. If the cause of this performance gap can be identified, it can then become the focus to effect positive change in the workplace.
To help you move forward with your intervention plan, conduct a brief cause analysis for your organization to find the answer to these two questions:
- Why do you think this problem developed in your company?
- Why does this gap exist?
I believe that cause of the issue is twofold. It is difficult to provide professional development for equipment that you do not have. It is somewhat counterproductive. However, the training on the technology that we do have is weak. For some of the programs they incorporated the teacher train the teacher model. However, as they were doing it in phases, we were never asked to share professional development with our peers, only to trouble shoot when issues came up. It was a shame because the program was not utilized to its fullest. Now we find ourselves in a position where a number of schools in the district have updated technology and they have a larger amount of technology than our schools does.The gap exist for a number of reasons. First, our professional development plan requires a lot of personal professional development. There are only a few district wide professional development days and those have been spent dissecting the Common Core Standards. This is also an important area to investigate, but there is no time set apart for technology professional development. Second, there is little funding to send teachers to professional development and secure subs to cover their shifts.
For the second issue of having the technology to be trained on, several of the schools have received their technology due to grants. The lower socioeconomic schools in the district have access to more money through programs like Title One. The schools that are in higher socioeconomic districts have parents that complain, and have been able to get money through the district and grants. The gap also lies in the fact that technology is not a priority when it comes to budgeting. Not only do you have the cost of getting the technology, but you have to keep it running, and then update it as technology progresses. That is a very stoic ambition for the technology team that is way too small for what needs done. I think that the mindset is what is holding our district and school back the most. There are several districts across the Nation that are forerunners in technology in their schools because it is a priority and there are people fighting and working hard to see that the goals are met. The gap lies in innovators taking the lead and working to make goals a reality. The culture is not there to support and cultivate technology. It is obviously something talked about and a desire, but goals without action do not get a school very far. Several of our teachers want to write grants, but there is not funding to get membership to grant sites to find the grants to begin with; priorities and goals are not focused. They are very splintered.
Determine where the organization would like to be in a reasonable period of time, and which people in the organization make those decisions.
The organization would like to be a technology rich school and leaders in technology acquisition and use by both teachers and students. In order to accomplish these goals, the first step is professional development that is cost effective, easily assessable to a variety of schedules, has accountability, and allows for the sharing of apps, programs, and lessons to accommodate teacher skill level and time.
There are a number of people involved in the acquisition of technology; the district technology team, the school administration, teachers, and parents. The district has most of its money allocated and is looking to update all of the operating systems across the district. A much needed upgrade since we are still working on Windows XP. The problem lies in the fact that the majority of the computers are too old to run the operating system so issues lay there as well. The school administration is in favor of building our technology, but also works on limited funds and cannot even get access to grants. The teachers have built a grant committee; however, there is difficulty in finding grants that match our school. Teachers already buy their own apps (there is one ipad per two teachers and none for kids), programs, and student supports out of their own money. We could focus more on fund raisers and working with the community to access funds. We have a very strong PTO, however, they can focus on one project a year and technology is not the area that they are currently focused on in their agenda.
Our goal would be in three years to be at 80% updated and current technology in the building with 100% of our teachers trained to use each tool. Teachers will need to show the ability and commitment to using the technology before it is placed in their room. We plan on using a grant type system as technology is acquired. Teachers will have to show their goals and why their classroom would be the best place for the technology. Hopefully all rooms will get fully equipped with technology. An overhaul in the way professional development is implemented is also part of the goal.
Module 1:
The Organization’s History and Background, Part 1
Organization: Elementary School
Problem Summary
The problem that is being experienced at the school is the level of integration of technology in the school and the lack of updated technology to be integrated. There is a need to provide professional development to increase skills in integrating technology, making lessons and strategies more available to teachers, and acquiring updated technology to increase student skills.
Background of Organization
The school that I am focusing on for my project is an elementary and the district was founded in 1900. The school board voted to build the school along with two other schools in 1922. The school was built in 1924. During the 2011-2012 school year, three classrooms and a computer lab were added and the whole school was remodeled. It serves grades K-6 and has about 337 students. The school is located in Kansas near a college town. There are a number of college students who participate in block activities and student teaching within the school. The school has a population of 337 students. Statistically, the school is 1% Asian, 9% Hispanic, 8% Black, 74% White, 8% unknown, 17% free lunch , and 13% reduced lunch.
The data that I will need to gather for my proposed intervention would be an inventory of the technology in the school and a survey to see how the technology is being integrated in the classroom within the school along with teacher’s skill levels with technology. I do have access to public relations results through the internet and newspaper. I can also contact the human resource office with specific questions.
Stakeholders and Decision Makers
The school principal and teachers are the ones that will be affected by my proposed plan. The principal will need to be on board with the decisions made for professional development and acquisition of technology. The teachers will be involved by participating in a grant committee to obtain technology and by participating in both face-to-face and online professional development skills to increase the way technology is integrated in the classroom and the teacher’s comfort in the process. Once the decision to implement the plan is put in place, the principal and professional development facilitators will see that the plan is executed. The teachers are the personnel that can best provide insight into the performance problems.